高一学生数学学习策略调查研究

发布时间：2018-01-09 02:23

本文关键词：高一学生数学学习策略调查研究　出处：《鲁东大学》2017年硕士论文　论文类型：学位论文

【摘要】：学习策略是学生在学习中,为了达到有效学习的目的而采用的各种方法、技能和规则。它对于提高学生的学习质量具有重要的影响。了解高一学生数学学习策略水平状况不仅有利于分析学生数学学习差异造成的原因,而且能够帮助教师针对性地制定教学对策,提高高一学生数学学习的水平。本文是在走班教学背景下,研究男女生及不同班次学生之间数学学习策略水平的差异。首先采用文献研究法梳理出国内外有关学习策略和数学学习策略的研究现状,在此基础上结合高一学生数学学习的实际特点,参考王光明教授的“高中生数学学习策略调查问卷”,改编出“高一学生数学学习策略心理特征调查问卷”,从认知策略、元认知策略、资源管理策略三个主维度出发,对烟台市某中学高一年级学生实施了问卷调查。通过问卷调查,研究发现:1.高一学生数学学习策略整体应用水平处于中等水平。2.高一男生与女生在学习策略的应用水平上不存在差异,但女生的资源管理策略水平高于男生。高一年级四个班次在学习策略的应用水平方面存在非常显著的差异,在三个主维度——认知策略、元认知策略、资源管理策略方面都存在非常显著的差异,且在这三个主维度上的得分情况为:实验班(29)C班(29)B班(29)A班。3.高一男生与女生在学习策略的十一个子维度中,复述、反馈、反思与调节策略存在差异,而环境管理策略存在非常显著的差异。高一年级四个班次的学生在学习策略的十一个子维度中,计划、反馈、环境管理策略上存在差异,而在复述、监视策略上存在显著差异,在精加工、组织、反思与调解、时间管理、心境管理和外界求助策略上存在非常显著的差异。4.结合问卷调查所得到的结论,从数学学习策略的三个主维度出发针对性地提出了提高高一学生数学学习策略水平的建议。
[Abstract]:Learning strategies for students in the learning of various methods in order to achieve the purpose of effective learning and using the skills and rules. It has important effect on improving the quality of students' learning. To understand the high school students mathematics learning strategy level not only has the reason to analyze students' mathematics learning differences, but also can help teachers to to develop teaching strategies, improve students' mathematics learning level. This article is in the background of teaching classes, between male and female students and students with mathematics learning strategies between different frequency levels. Firstly the research status about learning strategy and mathematics learning strategies at home and abroad by the method of literature research, on the basis of the actual characteristics of high a student of mathematics learning, reference to Professor Wang Guangming's "high school mathematics learning strategies questionnaire", "learning adaptation of Mathematics Strategy of psychological characteristics questionnaire, from cognitive strategies, metacognitive strategies, resource management strategies of three main dimensions, implementation of the survey of the first grade students in a middle school in Yantai city. Through the questionnaire survey, found that the overall application level of strategy in the middle level of.2. high boys and girls. There is no difference in learning the level of learning strategies of 1. high school students in mathematics, but the level of resource management strategies of girls is higher than boys. Four high frequency of the first grade there are very significant differences in the application level of learning strategies, the three main dimensions: cognitive strategies, metacognitive strategies, resource management strategies have very significant differences, and the scores in the three main dimensions: the experimental class (29) class C (29) B (29) A class.3. class a boys and girls in the eleven dimensions of learning strategies, repetition, feedback, reflection And the regulation strategy are different, and there are significant differences in environmental management strategies. The first grade four shifts of students in the learning strategies of eleven sub dimensions, plan, feedback, there are differences in environmental management strategy, monitoring strategy on repeat, there is significant difference in the organization, finishing, reflection and mediation, time management, there are significant differences in.4. with the survey results obtained in mood management and help the strategy, the three main dimensions of learning strategies in mathematics of the proposed improved learning strategies level suggest a number of students.

【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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